Reading for Understanding How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms

ISBN-10: 0470608315

ISBN-13: 9780470608319

Edition: 2nd 2012

Authors: Ruth Schoenbach, Cynthia Greenleaf, Christine Cziko, Lori Hurwitz, Lynn Murphy

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Published in partnership with WestEd, this significantly updated second edition of the best-selling book contains strategies for helping students in middle school through community college gain the reading independence to master subject area textbooks and other material.·        Based on the Reading Apprenticeship program, which three rigorous “gold standard” research studies have shown to be effective in raising students’ reading achievement ·        Presents a clear framework for improving the reading and subject area learning of all students, including English learners, students with special needs, as well as those in honors and AP courses·        Provides concrete tools for classroom use and examples from a range of classrooms·        Presents a complete “how-to” for teachers implementing the subject area literacies of the Common Core Standards·        Includes professional development resources for schools interested in implementing Reading ApprenticeshipReading for Understanding proves it’s never too late for teachers and students to work together in boosting literacy, engagement, and achievement.
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Book details

List price: $19.99
Edition: 2nd
Copyright year: 2012
Publisher: John Wiley & Sons, Limited
Publication date: 7/26/2012
Binding: Paperback
Pages: 384
Size: 8.50" wide x 10.75" long x 1.00" tall
Weight: 2.046
Language: English

RUTH SCHOENBACH is project director for the Strategic Literacy Initiative at WestEd. For the past twenty-five years, she has worked as a classroom teacher, curriculum developer, and program innovator with a focus on literacy in diverse settings from preschool to adult education. CYNTHIA GREENLEAF is director of research for the Strategic Literacy Initiative at WestEd. For the past fifteen years, she has provided professional support to secondary teachers and studied the impact of classroom innovations on student learning and achievement. She has won several national awards for her research on classroom-based literacy learning. CHRISTINE CZIKO is co-director of the CLLAD Program at UC Berkeley's School of Education, where she works in teacher education. She taught English for twenty-five years in New York City and San Francisco public schools and worked as a teacher consultant for the New York City Writing Project. LORI HURWITZ is a teacher in the English Department at Thurgood Marshall Academic High School in San Francisco and a teacher consultant with the Strategic Literacy Initiative. She teaches Academic Literacy and assists other schools in implementing Academic Literacy courses.

Engaged Academic Literacy for All
The Reading Apprenticeship Framework
The Social and Personal Dimensions: Building a Foundation for Engaged Learning
Metacognitive Conversation: Making Thinking Visible
Extensive Academic Reading: Extending Opportunities and Support
Sustained Silent Reading+: Dedicating Time for Independent Reading
The Cognitive Dimension: Assembling a Reading Toolbox
The Knowledge-Building Dimension: Surfacing and Building Schema in the Disciplines
Epilogue Collaborating Beyond the Classroom
Assessment Appendix
Interests and Reading Survey
Student Learning Goals
Monitoring and Assessing Student Work
Curriculum-Embedded Reading Assessment (CERA) Guidance and Tools
Sustained Silent Reading+ (SSR+) Assessment Guidance and Tools
What Does a Reading Apprenticeship Classroom Look Like?
List of Downloadable Resources
WestEd and the Strategic Literacy Initiative
About the Authors
Subject Index
Name Index
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